4

3
Quarter 1
Lesson Exemplar Lesson

for English 3

PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

Lesson Exemplar for English Grade 4
Quarter 3: Lesson 3 (for Weeks 3-5)
SY 2023-2024

This material is intended exclusively for the use of teachers participating in the pilot implementation of the MATATAG K to 10 Curriculum during
the School Year 2023-2024. It aims to assist in delivering the curriculum content, standards, and lesson competencies. Any unauthorized reproduction,
distribution, modification, or utilization of this material beyond the designated scope is strictly prohibited and may result in appropriate legal actions and
disciplinary measures.

Borrowed content included in this material are owned by their respective copyright holders. Every effort has been made to locate and obtain
permission to use these materials from their respective copyright owners. The publisher and development team do not represent nor claim ownership
over them.

Development Team

Writer/s:
• Marievic M. Violeta (West Visayas State University)
• Dubhe F. Estallo, MA (Silliman University)
Validator/s:
• Jasper Eric C. Catan, EdD (Silliman University)

Management Team

Philippine Normal University

Research Center for Teacher Quality
SiMERR National Research Centre

Every care has been taken to ensure the accuracy of the information provided in this material. For inquiries or feedback, please write or call
the Office of the Director of the Bureau of Learning Resources via telephone numbers (02) 8634-1072 and 8631-6922 or by email at
[email protected].
ENGLISH/QUARTER 3/ GRADE 4 (for Weeks 3-5)

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

A. Content The learners demonstrate their expanding knowledge of vocabulary and grammatical structures, literal and inferential
Standards comprehension of literary and informational texts, and composing and creating processes, and apply their receptive
and productive skills in order to produce culture-specific texts based on their purpose, context, and target audience.
B. Performance The learners apply literal and inferential comprehension of literary and informational texts and produce culture-
Standards specific narrative and expository texts (time order: chronology and procedural, recount) based on their purpose, context
(funerals and symposia), and target audience using simple, compound, and complex sentences, and age-appropriate
and gender-sensitive language.
C. Learning • Use tone and mood appropriately for one’s purpose, context, and target audience: informal.
Competencies • Express ideas appropriately (age-appropriate, gender-responsive, culture-sensitive) for one’s purpose, context,
and Objectives and target audience.
• Use appropriate non-verbal cues for clarity of context, purpose, and meaning
D. Content • “The Lion and the Mouse” by Aesop
• Description of informal tone in narrative texts.
• Functions of tone and mood for a narrative’s purpose, context, and target audience.
• Narrative Text Type
• Non-verbal cues: eye contact, haptics
E. Integration • Filipino traditions (e.g., pagmamano) and values (Compassion)

II. LEARNING RESOURCES

British Council. (n.d.). Comparative and superlative adjectives. https://learnenglish.britishcouncil.org/grammar/english-grammar-
reference/comparative-superlative-adjectives
Catarata, F. (n.d.). (Philippine Declaration of Independence. History Maps. https://history-maps.com/story/History-of-the-
Philippines/event/Philippine-Declaration-of-Independence
Cultural Comparisons COM 272. (n.d.). Philippines: Verbal and NV Comm.
https://culturalcomparisonscom272.wordpress.com/indonesiaphilippines/philippines/philippines-verbal-nv-comm/
Department of Education. (2023). Curriculum Guide in English. Department of Education. Bureau of Curriculum Development
Diep, N. (2019, November 11). Mano or pagmamano – an “honoring gesture” in Filipino culture. The Voice of Vietnam – VOV World.
https://vovworld.vn/en-US/cultural-rendezvous/mano-or-pagmamano-an-honoring-gesture-in-filipino-culture-800534.vov
Ewaszolek. (2013, October, 14). Mood and tone. Slideshare. https://www.slideshare.net/ewaszolek/mood-and-tone-27156461
Melia. (2014, July 27). Enumerative Writing. SlideServe. https://www.slideserve.com/melia/enumerative-writing
Scroope, C. (2017). Communication. Cultural Atlas. https://culturalatlas.sbs.com.au/filipino-culture/filipino-culture-communication
Sol & Food Recipe. (n.d.). Last minute lasagna. https://solherbsrecipe.blogspot.com/
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Vendantu. (2014). The Lion and the Mouse Short Story: Classic Aesop Fable with Pictures. https://www.vedantu.com/stories/the-lion-and-the-
mouse

III. TEACHING AND LEARNING PROCEDURE NOTES TO TEACHERS

A. Activating 1. Short Review This part of the lesson is
Prior Introduction (20 minutes) allotted for two (2) days.
Knowledge • Begin with a game of four pics one word. Unlock the words
• Say: Examine the four pictures below and identify the common word that
connects them. Rearrange the letters to identify the word.

FRIENDLY LETTER

• Say: You are right if you have guessed the words as friendly letters. Today, let
us review the part of a friendly letter. Please look at the chart on the board.
• Show the poster below and ask the children to tell you the parts of a friendly
letter. There are labels shown on the chart.

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 • Allow the children to recall the parts of a friendly letter out loud. They may use Have the class label the letter
the poster to guide them. with its corresponding parts.
• Distribute the worksheet that follows. They may label the box with arrows by
choosing from the words provided after the broken lines. Answer key:
1. heading (includes
address and date)
2. Greeting
3. Body
4. Closing
5. Signature

B. Establishing 2. Lesson Purpose (20-25 minutes)

Lesson Connect the lesson with the review by discussing the various reasons people write Day 2 begins with a review of
Purpose with students. Ask them to identify the purposes of the different text types shown the different text types and
below. Say: the purposes for which they
- Hello, children. Today, we will have fun learning about the various reasons people are used.
write. At the end of our lesson, we will be able to identify various text types
according to structure, purpose, and language features.

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- Let us read the letters silently. What are the purposes of writing these letters?
Check each of the examples below. What is the purpose of the first one? You may To tell a story.
select from the choices provided.

December 18, 2023 This short narrative letter

Dear Ann, introduces a simple plot, a
Last Saturday, I was playing in my backyard when I heard a faint meowing moment of discovery, and a
sound. Curious, I followed the sound and discovered a tiny, fluffy kitten resolution. It provides a short
nestled among the flowers. Its big, round eyes looked up at me with a and engaging story suitable
mixture of fear and curiosity. Without thinking, I scooped the kitten into for fourth-grade readers.
my arms and realized it was lost. Determined to help, I decided to ask my
neighbors if they recognized the little furball. As I went door to door, I
learned that the kitten belonged to Mrs. Lopez, who lived just around the
corner. Mrs. Lopez was overjoyed to have her furry friend back, and I felt
a warm sense of accomplishment for reuniting them. From that day on,
whenever I hear a meow, I remember the day I found the lost kitten and
helped bring it back home. I will end here now. I hope you enjoyed my
story.

Your friend,
Maria
a. It tells a story
b. It lists down things
c. It sequences events
d. It shows steps in doing things

- Now, let us identify the purpose of the second letter.

• December 19, 2023 This letter enumerates the

Dear Tina, exciting things the writer did
You asked me what I did last summer. Let me answer you in this letter. in one perfect summer.
On my perfect summer day, I wake up with a list of exciting things to do.
First, I head to the kitchen for a delicious breakfast – pancakes with syrup
and a glass of orange juice. After breakfast, I put on my favorite swimsuit
and grab a beach towel. My list continues with a trip to the swimming
pool, where I splash around with friends and play water games. Next, it's
time for a tasty picnic in the park, complete with sandwiches, fresh fruit,
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 and crunchy chips. The afternoon brings a visit to the library, where I pick
out some new books to read. As the sun sets, I gather with my family for
a backyard barbecue, enjoying grilled hotdogs and marshmallows over a
crackling fire. Finally, I end my perfect day by stargazing with my telescope
before drifting off to sleep, counting all the wonderful moments of my
summer day.

Love,
Maria
a. It tells a story
b. It lists down things
c. It sequences events
d. It shows steps in doing things

- Let us identify the purpose of the third letter.

This text sequences events in
• December 19, 2023 order.
Dear Ms. Lopez,
Last Saturday, my family and I celebrated my birthday with a fun-filled
day of activities. The morning began with the sweet aroma of pancakes as
my mom prepared my favorite breakfast. After enjoying the delicious meal,
we gathered in the living room for the gift-opening ceremony, where I
unwrapped surprises and felt the joy of each thoughtful present. Following
that, we ventured to the park for an outdoor picnic, playing games and
sharing laughter under the bright sun. In the afternoon, we returned home
to bake a homemade chocolate cake together, carefully decorating it with
colorful frosting and candles. As the day neared its end, my friends arrived
for a birthday party filled with games, music, and, of course, the eagerly
awaited cake-cutting ceremony. It was a day full of love, laughter, and
memorable moments.

Your beloved student,

Maria
a. It tells a story
b. It lists down things
c. It sequences events
d. It shows steps in doing things
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- Let us identify the last one. What does this paragraph show? It shows the steps in making
a paper airplane.
• Making a paper airplane is a fun and easy activity that you can do with
just a single sheet of paper. Follow these simple steps to create your paper
airplane:
Answer Key:
Start with a Square Sheet: Choose a square sheet of paper. If your paper
1. Narrative
is rectangular, fold one corner diagonally to create a square shape. Trim
2. Enumeration
off the excess paper to make it a perfect square.
3. Chronology
Fold in Half: Take the square sheet and fold it in half, aligning the edges
4. procedural
carefully. Make a crisp crease along the fold to secure the first step.
Fold the Top Corners: With the paper still folded in half, fold down the
top corners to meet the center crease, forming a triangle shape at the top.
Create Wings: Fold the entire top section down along the bottom edge,
creating the wings of your airplane. Ensure that the edges are aligned for
a symmetrical look.
Form the Body: Flip the paper over and fold the two top edges towards
the center, creating a triangular shape at the bottom. This will form the
body of your paper airplane.
a. It tells a story
b. It lists down things
c. It sequences events
d. It shows steps in doing things

Let us find out if your answer is right. Let us take a look at each text type.
Introduce the four text types: narrative, enumeration (or list), chronology (or
sequence), and procedural texts. Provide brief definitions for each type. Present
these:
• Narrative: Tells a story and typically includes characters, setting, and plot.
• Enumeration: Presents information in a list or series of items.
• Chronology: Organizes information in chronological order or sequence. The teacher asks students to
• Procedural: Provides step-by-step instructions or directions. explain their answers.

Let’s go back and look at the samples you were shown earlier. What text type are Engage students in a
these? discussion.
7
C. Developing SUBTOPIC 1: Identifying Various Text Types (10 minutes)
and Deepening 1. Activating Prior Knowledge Day 3 begins with reviewing
Understanding The teacher asks the class to recall the four different text types and explain/give students’ knowledge about
examples of each. the various text types
discussed the day before. An
Class, let us try to recall the four text types and think of examples of each type. activity on identifying text
e.g., recipe – procedural types follows this.
essay/journal entry on how I spent my summer – narrative
article on kinds or categories of dinosaurs – enumeration
NOTE: It is important to
lifecycle of a butterfly – chronology/chronological emphasize to students that
although the chronological
2. Lesson Activity and procedural text types are
Identifying Text Types (Worksheets Activity). Have students answer the similar, they vary in focus:
worksheets. (20 minutes) the procedural text focuses
on
1. the steps or procedures in
making or doing something.
The chronological text, on the
other hand, zooms in on the
time when something
happens or is done. It gives
details about the events that
happened based on what
happened first, next, and so
on.

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2.

3.

9
 4. Answer Key:
1. narrative
2. procedural
3. enumeration
4. chronological

SUBTOPIC 1B. Reading a Sample Narrative Text: The Lion and the Mouse For days 4-5, the class reads
Today, we are going to read a famous fable by Aesop. A fable is a short story. In which a story entitled The Lion and
the characters are animals. It is meant to teach valuable life lessons. the Mouse. After the reading
is done, students work on the
Begin the class by asking this question: activities.
• Have you ever received help from someone you helped before?
Ask two (2) volunteer
students to briefly share their
A. Pre-reading (10 minutes) experiences wherein someone
Have students unlock the following vocabulary words by means of context clues. they helped in the past
1. pleaded - The child wanted a new toy, so he pleaded with his mother. returned a favor by helping
2. give a good turn - to give someone a favor them in return.
3. gnawing - biting or chewing persistently
4. debt - something you owe someone Then, inform students they
5. sparing one's life - to choose not to kill someone will read the fable “The Lion
and the Mouse.”
Here are the definitions of the given words:
1. pleaded - to beg or ask someone for mercy Encourage students to use
2. give a good turn - to give someone a favor these words in meaningful
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 3. gnawing - biting or chewing persistently sentences.
4. debt - something you owe someone
5. sparing one's life - to choose not to kill someone

B. During reading (15 minutes)

The class reads the story silently—instruct students to pay attention to the story's
details by underlining or highlighting words in the story.

C. Post-reading (Six Thinking Hats) (20-30 minutes)

1. Students are divided into groups of six. Each group will be given a colored
“thinking” hat with a task or prompt that the groups have to answer or do. These
hats may be real hats or printed/cutouts.

SIX THINKING HATS Six Thinking Hats is a

teaching strategy developed
WHITE – facts and information presented in the text. by Edward de Bono that
helps develop comprehension
and critical thinking skills.
YELLOW – benefits and advantages of a situation, idea,
or given course of action. Kindly see below the
information on the purpose of
BLACK – disadvantages of a situation, ideas, or course each hat.
of action; problems identified/encountered

RED – feelings and emotions

BLUE – focus on the process/turn of events; summary

GREEN – alternatives; new ideas

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 2. The teacher will instruct students to “wear their thinking hats.” Students will
answer the question pasted or printed on the hat and then write their answer
to the question on a cartolina/manila paper that will be provided to them.

GROUP 1 (WHITE HAT) – Write down the following information based on the story. Groups are given 20-30
• Setting (time and place where the story happened): minutes to do the task
• Characters with a brief description of each one: assigned to them. Each group
• Purpose of the text: (i.e., to narrate, to inform, to entertain, to persuade): must assign 1 or 2 students
to the following group tasks:
GROUP 2 (YELLOW HAT) – What benefits did the lion enjoy as the king of the forest? a leader, facilitator,
Why was it good for the lion to spare the mouse’s life? timekeeper, and secretary.

GROUP 3 (BLACK HAT) Once the groups are done,

• What was the problem in the story? the reporters present their
• Why was the mouse fearful of the lion? work to the class. The teacher
facilitates discussion and
GROUP 4 (RED HAT) feedback given.
• How did the mouse feel when the lion woke up? What made you say so?
• How did the lion feel after the mouse helped him escape? What made you say so?
• What do you think is the tone and mood of the story? Why do you say so?

Note:
Tone - the feeling of the story based on how the writer wrote the story, their
descriptions and word choice, etc.
Mood - the feeling the readers feel based on how the story was written.

GROUP 5 (BLUE HAT) – Summarize the story in four (4) sentences.

GROUP 6 (GREEN HAT) – Write a good alternative ending to the story.

1. Explicitation (10 minutes)

The teacher asks students to define and differentiate the terms tone and mood.

Both tone and mood are feelings evoked by the story's descriptions, imagery, and
choice of words.
• Tone – what the author intends the story to feel.

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 • Mood – refers to how the readers feel while reading the story.

Both are important in successfully conveying to the reader the characters’ emotions
and experiences in a narrative. It is possible for a narrative to have a similar tone and
mood.

2. Worked Example (25-30 minutes)

The teacher facilitates discussion of the tone and mood of the story The Lion and the Possible answers may include
Mouse. (tone):

The teacher asks students to identify the tone of the story. Students are also Scary – “The mouse began to
requested to pinpoint words or sentences in the text that create the said tone. tremble as he knew the lion
was angry and could kill him
What is the tone of the story? Why do you think so? right there.”

They are also asked to identify the mood of the story. Their answers are then Hopeful – “The lion was
supported by particular lines or phrases in the text. somehow in a good mood.”

What is the mood of the story? What made you say so?

3. Lesson Activity (Pair Work) (20 minutes) Day 6 is scheduled for the
pair activity on tone and
mood in narrative texts. If
there is sufficient time, the
teacher may also have
students work on their
individual letter-writing
tasks.

Otherwise, the letter-writing

task may be started in school
and completed at
home as homework.

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4. Peer feedback-giving (10 minutes)
After the activity, students are to exchange papers with another pair. The two pairs
will discuss their answers. It is best for the teacher to go
around to check on students'
work and provide assistance
and feedback to students.

Everyone is given 1 minute to

think of an answer to the
The teacher ends this part of the lesson with a one-minute question: given question. The teacher
Are tone and mood important in a narrative? Why? may let students write their
answers on paper or call
5. Extended practice/Homework (Individual): volunteers to share their
Students write a letter based on the prompt. They are to ascertain that their letter answers with the class.
has all the parts of a friendly letter previously discussed in class.
Please refer to the parts of the
If you were the lion, how would you express gratitude to the mouse for his compassion friendly letter presented on
for you? How would you thank him for saving your life? Write a letter to express exactly Days 1 and 2.
how you feel. • heading (includes
address and date)
Scoring Guide: (Total: 30 points) • greeting
Content – contains the details that answer the question 10 points • body
prompts. • closing
Structure – parts of a letter are complete; narrative text type 5 points • signature
is evident.
Word choice – use of appropriate words to evoke the intended 10 points Students may write the final
tone and mode. drafts of their letters on a
Mechanics – correct use of spelling, capitalization, etc. 5 points stationery set.
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SUBTOPIC 2: Non-Verbal Cues: Eye contact and Haptics On Day 7, the class learns
To introduce the lesson on non-verbal communication for Day 7, the teacher may begin about non-verbal cues.
by asking the class to guess the characters' emotions using non-verbal cues.
• The mouse trembled as the lion awoke. Answer key: (Possible
• The lion kept yawning. Its eyes slowly began to droop. answers)
• Its face turned red. Its eyes narrowed. It roared so loudly that the ground beneath • scared/fearful
it shook. • sleepy/tired
• angry
Ask the class how they could identify the characters' emotions in the fable The Lion and
the Mouse, even if there were no explicit mention of their emotions. Use students’
answers as a springboard for the lesson.

1. Explicitation (20 minutes)

The class will view a photo containing the Filipino practice of pagmamano. Before
showing the photos, the teacher will give the following process questions: This activity is best done as a
whole class instead of smaller
Before Viewing the Photo: (5 minutes) groups.
1. What do you already know about Filipino culture?
2. Have you ever seen someone especially greet someone else? How was it The teacher may select,
different from a regular hello? simplify, or break down the
3. The word "pagmamano" comes from the Tagalog words "mano" (hand) and "po" process questions as
(respect). What do you think "pagmamano" might be? preferred.

Then, the teacher will show this photo to the class and ask the following process
questions:

(Eludo, 2019)

15
While Viewing the Photo: (5 minutes)
1. Describe what you see in the photo. Who is involved? What are they doing with
their hands and bodies?
2. How are the people in the photo dressed? Is there anything special about their
clothing?
3. What expressions do you see on people’s faces? How do you think they might
be feeling?

After this, the teacher will tell the students that they will be reading a short
informational text about the practice of pagmamano. The teacher may ask the
following process questions as a precursor to the reading activity.

After Viewing the Photo: (10 minutes)

1. What do you think is happening in the photo? Why do you think the person is
doing pagmamano?
2. Who do you think people usually do pagmamano to? Why do you think it's
important to show respect this way? Before introducing this part,
3. Have you ever done pagmamano to someone? If so, how did it make you feel? it is important that the
If not, would you like to try it someday? teacher connects the lessons
and the value of compassion
2. Worked Example (25 minutes) taken from the selection “The
At this point, the teacher will distribute a copy of the narrative text as follows: Lion and the Mouse.” How
would compassion be related
“Mano Po and the Magic Word” to respect? An example idea
Mia, a bright-eyed fourth grader, skipped along the bustling Manila street, hand could be:
in hand with her Lola (grandmother). Entering the bakery, a familiar aroma of
sweetness greeted them. Mia spotted her Tita (aunt) behind the counter, her warm “In the story of the Lion and
smile as familiar as the pandesal rolls baking in the oven. the Mouse, the lion has
shown compassion to the
"Magandang araw po, Tita!" Mia chirped, bowing slightly and gently raising her mouse by not hurting it.
hand in a "mano po" gesture. "Po" was a magic word taught by her Lola that showed When the time came that the
respect for elders. Tita beamed, gently touching Mia's hand before returning the lion was in trouble, the
greeting. mouse exhibited respect to
the lion for the wonderful
"Magandang araw rin, Mia! What would you like today?" Tita asked, her eyes deed that it had done to the
sparkling with affection. Mia, remembering Lola's lesson about the "eye of respect," mouse… (enrich this idea)
lowered her gaze slightly as she spoke, "Dalawang pandesal po, para sa akin at kay
Lola."
16
 Suggestion in reading: The
_________oooo_________ text may be divided into 3
(see markers). The teacher
Later, sitting on a park bench with her Lola, Mia savored the fluffy bread. "Lola, may process the text in this
why do we do 'mano po' and lower our eyes?" she asked curiously. division by asking questions
about what has just been
Lola chuckled, her wrinkles deepening with warmth. "It's a way to show respect read. This is to ensure that
and love for those older and wiser than us," she explained. "Like a secret code that the pupils understand each
says, 'We see you, we appreciate you, and we listen to your guidance.'" division.

"Like how you listen to me even when I talk too much about unicorns?" Mia
teased, her eyes twinkling.

Lola laughed, her eyes wrinkling. "Exactly! But remember, respect isn't just for
elders. It's for everyone, even your friends and classmates." Mia pondered this,
remembering times when she might have forgotten to be respectful.

_________oooo_________

Suddenly, a group of children playing bumped into their bench, scattering some
of their pandesal. Mia felt a surge of annoyance, but before she could react, Lola
spoke gently. "Excuse me, bata," she addressed the children, using a respectful term.
"Perhaps you could help us pick up the pandesal?"

Surprised by her kind tone, the children quickly scurried to gather the rolls.
"Pasensya po," they mumbled apologetically, using "po" instinctively. Lola smiled
warmly. "Salamat po," she replied, using "po" in return.

As they walked home, Mia realized that respect wasn't just about gestures or
words. It was about the warmth in your voice, the kindness in your eyes, and the
understanding in your heart. And just like her Lola, she wanted to spread that
warmth wherever she went, one respectful greeting at a time.

Before reading, the teacher will give a vocabulary-building activity through context
clues to ensure the students understand the text.

17
1. The students treated their teacher with respect, even when they disagreed with The vocabulary building
her. activity is best done
a) fear and obedience individually.
b) admiration and courtesy
c) indifference and disregard Vocabulary Building Answers:
d) agreement and understanding 1. a
2. b
2. The tiny mouse scurried across the kitchen floor, disappearing into a hole 3. c
under the fridge in a blink of an eye. 4. b
a) Walked slowly and cautiously 5. c
b) Moved quickly and quietly 6. d
c) Jumped excitedly
d) Crawled sluggishly

3. The constant dripping of the faucet was a minor annoyance, but it kept me
awake all night.
a) source of entertainment
b) feeling of amusement
c) cause of irritation
d) reason for celebration

4. He emphasized his point with grand hand gestures, making his message more
engaging.
a) facial expressions
b) body movements
c) spoken words
d) written notes

5. She mumbled her response, unsure if anyone had heard her.

a) spoke loudly and clearly
b) whispered loudly
c) spoke unclearly
d) shouted angrily

6. The old couple chuckled as they reminisced about their younger days, sharing
warm memories with a hint of humor.
a) argued playfully
b) laughed out loud
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 c) reminisced sadly
d) smiled lovingly

After reading the text, the teacher will process the selection through an individual
activity for comprehension check and a group activity to deepen understanding. The
details are as follows:

Comprehension Check
Instructions: Answer the following questions based on the story. Encircle the letter
of the correct answer.
1. What did Mia do to her Tita to show respect?
a) Said "Magandang araw" without "po"
b) Shook her hand firmly
c) Gave her a big hug
d) Said "Magandang araw po" and did "mano po" Comprehension Check
Answers:
2. Why did Mia lower her gaze when talking to her Tita? 1. d
a) She was tired and wanted to rest her eyes. 2. b
b) It's a sign of respect in Filipino culture. 3. b
c) She was shy and didn't want to make eye contact. 4. c
d) She was looking down at her shoes. 5. b
6. b
3. What did Lola explain about "mano po" and lowering your eyes?
7. c
a) They're special greetings for family members only.
b) They're ways to show respect and appreciation for those older and wiser.
c) They're traditional handshakes used in Filipino dances.
d) They're secret codes for getting discounts at bakeries.

4. What did Mia learn about respect from Lola?

a) It's only important for adults and grandparents.
b) It's all about saying "po" and doing "mano po" perfectly.
c) It's important for everyone, even friends and classmates, and involves
kindness and understanding.
d) It means being quiet and not talking back, even to friends.

19
 5. How did the children react when Lola asked them to help?
a) They argued that it wasn't their fault and refused.
b) They apologized and quickly helped pick up the pandesal.
c) They started laughing and ran away to play somewhere else.
d) They ignored her and continued walking past.

6. What did Mia realize about true respect at the end of the story?
a) It's all about following strict rules and traditions.
b) It involves kindness, warmth in your heart, and understanding even
when someone makes a mistake.
c) It's just about using the right words and gestures, not your true feelings.
d) It only matters when you're in trouble and need help.

7. What did Mia want to do after learning about respect?

a) Keep it a secret and not share it with anyone.
b) Forget about it and return to playing without thinking about others.
c) Spread kindness and respect wherever she goes, like Lola.
d) Only be respectful to people she likes and ignore everyone else.

Group Activity (45 minutes)

Materials needed: Manila Paper or Cartolina, felt-tip pens, masking tape If the 45-minute session is
consumed after this part,
As shown below, the manila paper or cartolina should already have a table to serve as a review questions may be
graphic organizer. given the following day to
refresh the pupils’ memory
before conducting the group
activity.

Day 8 is allocated for a group

activity on non-verbal cues
(customs) within one’s family,
society, and customs outside
the Philippines.

20
Instructions:
1. Divide the class into small groups (3-4 students each).
2. Display the image of the text Mano Po and the Magic Word (if available).
3. Pose the following questions to each group:
• What are the two greetings or gestures mentioned in the text? (Mano po and
the eye of respect).
For this activity, the teacher
• Briefly describe how each greeting is performed (tone).
may opt to facilitate the
• Why do you think Filipinos use these greetings? What values or feelings do answering of the table one
they convey? question at a time to ensure
• Are there any similar greetings or customs in your own culture or family? If that the pupils understand
so, share and explain them. and give the correct response.
• What foreign customs do you know that also show respect? Share and explain
them.
4. Allow each group to discuss and brainstorm their answers for a few minutes.
5. Invite each group to post their outputs on the board and share their key points with
the class.

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 6. Facilitate a class discussion based on the shared ideas. Encourage students to
compare and contrast the greetings, analyze their cultural significance, and reflect
on how they can apply the concept of respect in their daily interactions.

Scoring Rubric. The teacher may want to grade the students for this activity. Although
this is optional, a suggested scoring rubric is attached. The teacher is given the freedom
to assign points.

In this part, the teacher may:

• use smiley faces or stars
instead of points.
• focus on positive
feedback and
encouragement.
• use the rubric to discuss
3. Lesson Activity (75 minutes) improvement for future
After processing the group activity, the teacher will synthesize the previous discussions.
discussion and highlight that the pagmamano and eye of respect are additional The day’s session may end
examples of non-verbal communication called Haptics and Eye Contact. here.

My “Pakikisalamuha” Journey!
Materials: In this part, the teacher
• List of Filipino customs and practices involving touch and eye contact should return to the narrative
(provided by the teacher) text Mano Po and the Magic
• Worksheet Word and ask the students to
point out the haptics and eye
contact. This will allow the
Instructions:
bridging the knowledge from
1. Briefly explain to the students that Filipinos have unique ways of showing respect,
the text to the discussion of
affection, and communication through touch and eye contact.
nonverbal communication.
The teacher must highlight
Imagine you're talking to a friend but can't use any words! How would you know
the informal tone of the
what they're feeling or thinking? That's where nonverbal communication
narrative text, pointing out
comes in, like using your body to talk without words.
Mia's relationship with her
grandmother.
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 Haptics is all about touch. A gentle pat on the back says, "Good job," while a
big hug means, "I'm happy to see you!" But be careful; a rough shove could mean,
"Stop that!" Different cultures have different rules about touch, so always be This part requires two
respectful. sessions. (Days 9-10)

Eye contact is like using your eyes to chat. Making eye contact shows you're
listening and interested, just like nodding your head. But staring can feel rude,
like trying to see through someone! Looking away sometimes is okay, like when
you're thinking or feeling shy.

Here are some examples:

Your teacher smiles and says, "Great work!" while giving you a thumbs-up.
Haptics and eye contact: Both say you did a good job!

You bump into a friend and say, "Sorry!" They frown and rub their arm. Haptics:
The rubbing shows they might be hurt. Eye contact: The frown shows they're
not happy.
You're telling a joke, and your friend looks at you with wide eyes and a big grin.
Eye contact: They think it's funny!

2. Write the list of Filipino customs and practices on the board (or distribute copies).
Discuss each one in simple terms, ensuring students understand their meaning
and application.

Filipino Customs and Practices Involving Touch and Eye Contact:

Touch:
• Pagmamano: A gesture of respect where one takes the elder's hand to their
forehead. Done to parents, grandparents, other elders, and figures of
authority.
• Tapik: A gentle pat on the shoulder or arm, conveying reassurance, comfort, The teacher may provide
or approval. picture prompts to help
• Yakap: A hug expressing affection and closeness, typically reserved for students write their
family and close friends. narratives.
• Beso-beso: A cheek-to-cheek greeting reserved for close female friends and
relatives.
• Hawak-kamay: Holding hands is often seen between couples or close
friends but is not as common in public.
• Touching heads: A friendly gesture between children or close friends.
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 Eye Contact:
• Lowered gaze: Considered respectful towards elders and authority figures.
Direct eye contact might be seen as challenging or disrespectful.
• Smirking or playful eye contact: Used with friends and family to convey
amusement or happiness.
• Wide-eyed stare: This can signify surprise, disbelief, or even disapproval.
• Head tilting: A sign of interest or attentiveness during conversation.
• Eyebrow movements: Express emotions, from disapproval (furrowed
brows) to surprise (raised brows).

3. Ask students to close their eyes and think about their own experiences with these
customs. Have them consider:
• Which customs have they experienced firsthand?
• Who taught them these customs?
• How do these customs make them feel?
• Have they ever felt uncomfortable with any of them? Why or why not?

4. Divide students into small groups. Ask each group to choose one custom and
discuss their personal experiences. Please encourage them to share stories,
observations, and feelings.
Suggestion for Differentiation:
5. Provide each student with a writing paper. Ask them to choose one custom from
Challenge advanced students
their group discussion and write a short narrative (3-5 sentences) about their
to write longer narratives or
experience with it. They can use the following prompts:
poems inspired by their
• Describe a situation where you experienced this custom.
experiences.
• Who were you with?
• How did you feel?
• What did you learn from this experience?

6. Invite students to share their written narratives with the class. After each story,
facilitate a brief discussion about their experiences and learning points.

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 Scoring Rubric

In this activity, only the

written narrative will be
graded. The teacher is given
the freedom to assign points
per level.

D. Making Reflection on Learning

Generalization In this generalization activity, the student will write a short narrative guided by the
prompts as follows:
Prompts Answer
I am showing compassion
towards my classmates when…
I know that I am being
respectful to my teachers
when…
Being compassionate and
respectful is important
because…
Haptics or touch as a nonverbal
means of communication is
important because…
Eye contact as a nonverbal
means of communication is
important because…

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B. Teacher’s Note observations on
Remarks any of the following Effective Practices Problems Encountered
areas:
strategies explored

materials used

learner engagement/
interaction

Others

C. Teacher’s Reflection guide or prompt can be on:

Reflection
▪ Principles behind the teaching
What principles and beliefs informed my lesson?
Why did I teach the lesson the way I did?

▪ Students
What roles did my students play in my lesson? What
did my students learn? How did they learn?

▪ Ways forward
What could I have done differently? What can I explore in the next lesson?

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